General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献   

The (Untold) Drama of the Turning Page: The Role of Page Breaks in Understanding Picture Books     

Katrina Emily Bartow Jacobs 《Children‘s Literature in Education》2016,47(4):357-373

While scholars have recognized the importance of page breaks in both the construction and comprehension of narrative within picture books, there has previously been limited research that focused directly on how children discuss and make sense of these spaces in the text. Yet, because of their nature as dramatic gaps in the narrative, page breaks offer unique and exciting opportunities to understand how children make meaning of picture books (Sipe in Storytime: young children’s literary understanding in the classroom, Teachers College Press, New York, 2008). This study explores how explicitly inviting young children to discuss page breaks offers insights into how these spaces function within the children’s readings. Drawing on transcribed audio-recordings of a series of read-aloud sessions held with a group of children ages five to eight, the analysis focused on coding themes within the children’s talk around page breaks in picture books. Specifically, the children referenced the role of page breaks as aesthetic choices; the utilization of page breaks to comprehend word/picture relationships; and the negotiation of these gaps in the story as they worked construct a cohesive understanding of the narrative. Overall, the data represents the rich possibilities for educators to include explicit talk around page breaks during picture book read-alouds as a pathway toward better understanding children’s sense-making of these texts.  相似文献   

Promoting Interaction with Children using Augmentative Communication through a Peer‐directed Intervention     

Mark Carter  Katrina Maxwell 《International Journal of Disability, Development & Education》1998,45(1):75-96

One factor that is critical to the successful integration of children using augmentative and alternative communication (AAC) systems is establishing interaction with peers. AAC systems have the potential to increase the opportunities for interaction, but successful social interaction is dependent on a range of factors including the communicative knowledge, skills, and attitudes of partners. The present study attempted to increase the quantity of social interaction in classroom settings between children (aged 5 to 9 years) using AAC systems and their peers. A multifaceted intervention was directed at communicative partners, and most particularly, peers. The study was 15 weeks in duration and utilised a multiple baseline across subjects design. The study demonstrated the effectiveness of an intervention to increase social interaction.  相似文献   

Optimizing Web-Based Instruction: A Case Study Using Poultry Processing Unit Operations     

Corliss A. O'Bryan  Philip G. Crandall  Katrina Shores-Ellis  Donald M. Johnson  Steven C. Ricke  John Marcy 《Journal of Food Science Education》2009,8(4):93-100

ABSTRACT:  Food companies and supporting industries need inexpensive, revisable training methods for large numbers of hourly employees due to continuing improvements in Hazard Analysis Critical Control Point (HACCP) programs, new processing equipment, and high employee turnover. HACCP-based food safety programs have demonstrated their value by reducing the number and frequency of multimillion-dollar food recalls. The focus for the future must be proactive training of plant personnel to ensure continuous improvements in plant food safety and quality. In response to this need, we developed training modules focused on applying HACCP principles, quality aspects, and production information to individual poultry unit operations. Learning objectives were evaluated using discount usability testing techniques to optimize the delivery system and to ensure a satisfactory e-learning experience. Discount usability testing of this virtual orientation was successful in obtaining vast amounts of feedback. Usability issues with the training materials were identified. Expected completion times were not met by most participants, indicating that a change in the format of the course might be necessary, perhaps segmenting the modules into smaller sections to be reviewed independently of one another. Another suggestion by the evaluators was to include narration for the sections, which might in turn speed up the completion times. A navigation error was discovered by these users, as well as other critical errors in design. Other errors, such as font inconsistencies and page design changes, were also discovered by the participants.  相似文献   

Diversification around Europe – performance measuring with regard to different missions     

Roessler  Isabel  Catacutan  Katrina 《Tertiary Education and Management》2020,26(3):265-279

Existing university ranking systems blur differences between Higher Education Institutions because they only focus on research. The increased breadth, diversity and complexity of Higher Education Institutions’ missions are repeatedly overlooked causing a low visibility to a wide audience. This paper demonstrates the possibilities to measure other missions such as international orientation and regional engagement. Therefore, the results of 618 Higher Education Institutions (Effective March 2016) in U-Multirank, an international university ranking, are used. The results show the impressive variety in the higher education systems among European regions. Every region found missions in which they effectively perform thus proving the importance of each mission. The multidimensional ranking takes into account the complexity of Higher Education Institutions’ missions and capturing the relevance of Higher Education Institutions third mission’s activities adequately. Transparency across all missions is the only possibility to make the performances honourable. As research is not the only remarkable mission of Higher Education Institutions, teaching is not the only necessary mission. When other missions are overlooked, the performance measurement systems hinder mission diversity in higher education.

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The impact of fostering relationships through music within a special school classroom for students with autism spectrum disorder: an action research study     

Katrina Skewes McFerran  Grace Thompson  Lucy Bolger 《Educational Action Research》2016,24(2):241-259

Music therapists have been working in special education contexts for many decades, utilising research and case studies to inform practice. Growing interest in the link between the creative arts and well-being has led music therapists to consider what aspects of their knowledge others could feasibly appropriate in the school system. An action research approach was utilised to explore this question, grounded in partnerships between university-based music therapy researchers and staff at a school for learners on the autistic spectrum. Five cycles of planning, action, observation and reflection framed the collaborative partnership, with a music therapist acting as consultant to explore how music could be used across the school day. The greatest shift evidenced through qualitative and quantitative analysis was in the area of relationship building. Rather than seeing music as a tool that supports the acquisition of specific skills, the professionals and students in the school came to understand that music could be a meaningful part of their encounter with one another. This is congruent with music therapy research findings that also emphasise the ways music can be used to motivate, evoke and elicit meaningful responses from young people. Some limitations were identified in the sustainability of music practices in the school, particularly when other parts of the school culture were changing.  相似文献   

The Changing Nature of Private Engagement in Public Education: For-Profit and Nonprofit Organizations and Educational Reform   总被引：1，自引：1，他引：0  

Katrina E. Bulkley  Patricia Burch 《Peabody Journal of Education》2013,88(3):236-251

Recent years have seen a shifting landscape around private engagement in K-12 public education, one that involves a reorientation of education policy and practice around the principles of the marketplace. In this article, we examine the roles of both not-for-profit and for-profit agencies, as distinct from government agencies, in this movement. Past research has generally focused on subsets of these private actors (i.e., for-profit firms, charter management organizations, or alternative preparers of educators for public schools). We try to look more broadly in order to examine how private actors and the roles of those players in K-12 education are changing, both in terms of the scope of their engagement and the extent to which their role increasingly involves areas at the core of educational practice. In doing so, we consider some of the reasons for these changes, including the influence of federal policy, markets as drivers, and the broader political context. We conclude by raising questions for future research and examining how these developments intersect with values such as democratic voice, equitable distribution of resources, and the public purposes of schooling.  相似文献   

Accommodation and Adjudication in Student–Administration Conflicts: The Difficult Legacy of the U.S. Supreme Court     

Heinz-Dieter Meyer  Katrina Bratge 《Peabody Journal of Education》2013,88(4):436-449

In this article, we consider a series of U.S. Supreme Court rulings that place public school students under an expansive shield of constitutional rights while often hampering the ability of administrators to engage in flexible and creative conflict resolution in the context of the school's mission. The court's readiness to adjudicate a large range of student–administration conflicts has weakened schools’ ability to pragmatically accommodate conflicts that, by their nature, do not have principled solutions at the level of the law. We argue that as long as adjudication is the privileged course of action, the court seems locked into a philosophical zigzag, now endowing 8th graders with due process and constitutional rights, now framing them as mere “subjects.” To strengthen schools as educational and moral institutions, school leaders need to be able to construct systems of accommodation that are sensitive to their special educational nature and mission.  相似文献   

Developing a Model of Medication Adherence among Filipino Elderly     

Allan B. de Guzman  Katrina Illyana J. Guevara  Frances Jane B. Guiang  Anton Lorenzo I. Gutierrez  Alayne S. Habaluyas  Marc Alison P. Hizon 《Educational gerontology》2013,39(5):298-313

While adherence to medication remains a problematic area in the care of chronically ill elderly, an extended model that incorporates the interaction of studied variables remains a blank spot. Anchored on Ajzen's Theory of Planned Behavior, this article details our efforts to develop and test a model of medication adherence among Filipino elderly relative to their medication belief, follow-up visits, consultation satisfaction, memory task, trust with physician, perceived stress, memory strategies, social support, memory load, depression, length of time taking the medication, number of conditions, and self-efficacy with medication adherence. Structural equation modeling (SEM) was employed to study causalities among all parameters. With the participation of 325 older adults located in District IV, Sampaloc, Manila, data needed were gathered through a multiaspect questionnaire consisting of a robotfoto, a memory strategy usage measure, an eight-scale Morisky Medication Adherence Scale, a 15-item Geriatric Depression Scale, a General Self-efficacy Scale, a Consultation Satisfaction Questionnaire, and a Perceived Stress Scale. Data were analyzed using AMOS version 19. Results revealed that depression, trust with physician, and number of conditions affect adherence positively, while event-based memory, consultation satisfaction, memory load, and external memory strategy affect it otherwise. Some suggested variables were found to have no impact at all. As this study reveals, careful consideration should be given to multiple factors, and their interrelationship should be examined well. Because many factors can influence medication adherence behavior of the elderly, and because the reasons for their noncompliance are also varied, multifaceted solutions must be developed.  相似文献   

Critical Decisions Affecting the Development of Western Governors University     

Katrina A. Meyer 《Innovative Higher Education》2005,30(3):177-194

Interviews conducted with individuals involved in the early development and current operation of the Western Governors University allowed identification of 12 themes concerning early, formative decisions and decision-making processes. These themes were subsequently grouped into 5 categories: (1) politics, (2) organizational models, (3) changing mission, (4) multiple missions, and (5) experiencing innovation. Several factors, including the need to obtain financial support and to operate independently as a degree-granting institution, were influential in the decision to focus on competency-based curricula rather than providing a repository for distance learning courses offered by institutions in the West. Dr. Katrina Meyer is an Associate Professor of Higher and Adult Education at The University of Memphis. Her Ph.D. is from the University of Washington, and her research interests include online learning and virtual universities.  相似文献